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Strand 1: American HistoryA study of American history is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.

Concept 1: Research Skills for HistoryHistorical Research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively, students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:

1 Retell personal events to show an understanding of how history is the story of events, people, and places in the past.

1 Place important life events in chronological order on a timeline.


1 Use timelines to identify the time sequence of historical data.

1 Use the following to interpret historical data:a. timelines – B.C.E. and

B.C.; C.E., and A.D.b. graphs, tables, charts,

and maps



and maps2 Listen to recounts of

historical events and people and discuss how they relate to present day.

2 Retell stories to describe past events, people, and places.

2 Place historical events from content studied in chronological order on a timeline.

2 Recognize how archaeological research adds to our understanding of the past.

2 Describe the difference between primary and secondary sources.

2 Construct timelines of historical era being studied (e.g., presidents/world leaders, key events, people).

3 Sequence recounts of historical events and people using the concepts of before and after.

3 Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.


3 Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and secondary source materials (e.g., encyclopedias, biographies) to study people and events from the past.

3 Locate information using both primary and secondary sources.


4 Use primary source materials (e.g., photos, artifacts) to study people and events from the past.

4 Use primary source materials (e.g., photos, artifacts, interviews, documents, maps) and second source materials (e.g., encyclopedias, biographies) to study people and events from the past.


4 Describe how archaeological research adds to our understanding of the past.


5 Retell stories to describe past events, people and places.



i.e. – means that is. Precedes a specific list of items in which all items should be included. 1 e.g. – means for example. This list is not exclusive. Other examples may apply.

Strand 1: American HistoryA study of American history is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes,

ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 2: Early Civilizations

The geographic, political, economic, and cultural characteristics of early civilizations made significant contributions to the later development of the United States. This forms the basis of knowledge for further study of history.


(Note: Prehistoric tribes in Arizona were introduced in Grade 1.)

1 Recognize that Native Americans are the original inhabitants of North America.

1 Recognize that the development of farming allowed groups of people to settle in one place and develop into cultures/civilizations (e.g., Ancestral Puebloans (Anasazi), Hohokam, Moundbuilders, Aztec, Mayan).

Connect with:Strand 2 Concept 2

1 Recognize that prehistoric Native American mound-building cultures lived in Central and Easter North America.

No performance objectives at this grade.

1 Describe the legacy and cultures of prehistoric people in the Americas:a. characteristics of hunter-gatherer societiesb. development of agriculture

1 No performance objectives at this grade.

2 Recognize that settlement led to the developments in farming techniques (e.g., irrigation), government, art, architecture, and communication in North America.

2 Describe the cultures and contributions of the Mogollon, Ancestral Puebloans (Anasazi), and Hohokam (e.g., location, agriculture, housing, arts, trade networks; adaptation and alteration of the environment).

3 Identify other groups (e.g., Patayan, Sinagua, Salado) residing in the Southwest during this period.

4 Identify the early civilizations (e.g., Maya, Aztec, Inca/Inka) that developed into empires in Central and South America.



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 2: Early Civilizations continued

The geographic, political, economic, and cultural characteristics of early civilizations made significant contributions to the later development of the United States. This forms the basis of knowledge for further study of history.


5 Recognize the achievements and features (e.g., mathematics, astronomy, architecture) of the Mayan, Aztec, and Incan/Inkan civilizations.



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 3: Exploration and Colonization.

The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the United States. Understanding the formation and early growth of the United States is fundamental to appreciating the unique nature of our country.


(Note: Exploration was introduced in Grades K, 1, and 3.)

(Note: The Colonial period was introduced in Grade 1. European exploration was introduced in Grade 3. Spanish exploration was taught in Grade 4.)

1 Recognize that explorers and colonists (e.g., Columbus, Pilgrims) traveled to places in the world that were new to them.

1 Describe the interaction of Native Americans with the Spanish (e.g., arrival of Columbus, settlement of St. Augustine, exploration of the Southwest, exchange of ideas, culture and goods).


1 Discuss technological advances (e.g., compass, printing press) that facilitated exploration of the New World.

1 Describe the reasons for early Spanish exploration of Mexico and the Southwestern region of the United States by:a. Cabeza de Vacab. Estevanc. Fray Marcos de Nizad. Francisco Vaśques de

Coronado

1 Recognize that Native American tribes resided throughout North America before the period of European exploration and colonization.

2 Recognize that exploration resulted in the exchange of ideas, culture, and goods (e.g., foods, animals, plants, artifacts, Native Americans/Pilgrims).

2 Describe the interaction of Native Americans with the Pilgrims (e.g., arrival of the Mayflower, Squanto, the Wampanoag, the First Thanksgiving).

2 Recognize that European countries explored the New World for economic and political reasons.

2 Describe the impact of Spanish colonization on the Southwest:a. establishment of

missions and presidiosb. lifestyle changes of

native peoplec. contributions of Father

Kino

2 Explain the reasons for the explorations of Samuel Champlain, Henry Hudson, John Cabot, Popnce de Leon, and Hernan de Soto in the New World.

3 Describe the exchange of ideas, culture and goods between the Native Americans and the Pilgrims.

3 Discuss European explorers (e.g., Samuel Champlain, Henry Hudson, John Cabot, Jacques Cartier, Ponce de Leon, Hernan de Soto) and their discoveries in the New World.

3 Describe the location and cultural characteristics of Native American tribes (e.g., O’dham, Apache, Hopi, and Navajo) during the Spanish period.

3 Explain the reasons (e.g., religious freedom, desire for land, economic opportunity, a new life) for colonization of America.

Connect with:Strand 2 Concept 5Strand 5 Concept 1



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 3: Exploration and Colonization continued


Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives:

4 Recognize that the United States began as the Thirteen Colonies ruled by England.

4 Recognize how European exploration affected Native American in the Eastern regions (e.g., way of life, loss of land).

4 Describe the contributions of geographic and economic conditions, religion, and colonial systems of government to the development of American democratic practices.Connect with:Strand 5 Concept 1

5 Compare the way people lived in Colonial times with how people live today (e.g., housing, food transportation, school).

5 Describe the geography, cultures, and economics of the Southern, Middle Atlantic, and New England Colonies.

Connect with:Strand 4 Concept 2, 6Strand 5 Concept 1

6 Identify contributions of individuals (e.g., John Smith, William Penn, Lord Baltimore, Roger Williams, Anne Hutchinson, James Ogelthorpe) who were important to the colonization of America.



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 3: Exploration and Colonization continued


Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives:

7 Describe interactions (e.g., agricultural and cultural exchanges, alliances, conflicts) between Native Americans and European settlers.

Connect with:Strand 3 Concept 5Strand 4 Concept 5Strand 5 Concept 1

8 Describe the causes and effects of triangular trade.




ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 4: Revolution and New Nation

The development of American constitutional democracy grew from political, cultural and economic issues, ideas, and events. Examination of the philosophical and historic foundations of the United States is critical for citizens to be able to continue to uphold the founding principles of our nation.


(Note: American colonies being settled by England was introduced in Grade 1.)

(Note: Colonial America and the Revolutionary War were introduced in Grades 1 and 2.)

1 Recognize that George Washington was out first president.


1 Recognize that American colonists and Native American groups lived in the area of the Thirteen Colonies that was ruled by England.



1 Describe the following events leading to the American Revolutiona. French and Indian Warb. Proclamation of 1763c. Tea Actd. Stamp Acte. Boston Massacref. Intolerable Acts


2 Recognize that the Fourth of July is our nation’s birthday.

2 Recognize dissatisfaction with England’s rule was a key issue that led to the Revolutionary War.


2 Describe the significance of the following events in the Revolutionary War:a. Declaration of Independenceb. the battles of Lexington and Concord, Saratoga aid from France.

3 Describe how the colonists demonstrated their discontent with British Rule (e.g., Boston Tea Party, Declaration of Independence, Paul Revere’s Ride, battles of Lexington and Concord).

3 Identify the impact of the following individuals on the Revolutionary War:a. Benjamin Franklinb. Thomas Jeffersonc. George Washingtond. Patrick Henrye. Thomas Painef. King George III




ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 4: Revolution and New Nation continued

The development of American constitutional democracy grew from political, cultural and economic issues, ideas, and events. Examination of the philosophical and historic foundations of the United States is critical for citizens to be able to continue to uphold the founding principles of our nation.


4 Discuss contributions of key people (e.g., George Washington, Thomas Jefferson, Benjamin Franklin) in gaining independence during the Revolutionary War.

4 Describe how one nation evolved from thirteen colonies through the following events:a. Constitutional

Conventionb. George Washington’s

presidencyc. creation of political

parties

Connect withStrand 3 Concept 2, 3, 5

5 Know that the United States became an independent country as a result of the Revolutionary War.

6 Discuss how the need for a strong central government led to the writing of the Constitution and Bill of Rights. (Connect to classroom/school rules.)



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 5: Westward Expansion

Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the United States. Tracing the impact of expansion into the West provides insight into the changing character of the United States.


(Note: Westward Expansion was introduced in Grade 2.)

(Note: Westward expansion was introduced in Grades 2 and 4.)



1 Identify reasons (e.g., economic opportunities, political or religious freedom) for immigration to the United States.


1 Recognize the change of governance of the Southwest from Spain to Mexico as a result of the Mexican Revolution.

1 Describe the following events of 19th century presidencies of:a. Thomas Jefferson – Louisiana Purchase; explorations of Lewis and Clark.b. James Madison – War of 1812c. James Monroe – The Monroe Doctrined. Andrew Jackson – Nationalism and Sectionalism; Trail of Tearse. James Polk – Mexican – American War; discover of gold in California

Connect with:Strand 3 Concept 3Strand 4 Concept 4, 6

2 Identify reasons (e.g., economic opportunities, forced removal) why people in the United States moved westward to territories or unclaimed lands.

2 Describe the influence of American explorers and trappers (e.g., James O. Pattie, Kit Carson, Bill Williams) on the development of the Southwest.

2 Describe the different perspectives (e.g., Native Americans, settler, Spanish, the U.S. government, prospectors) of Manifest Destiny.

Connect with:Strand 4 Concept 4, 6



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 5: Westward Expansion continued

Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the United States. Tracing the impact of expansion into the West provides insight into the changing character of the United States.


3 Discuss the experiences (e.g., leaving homeland, facing unknown challenges) of the pioneers as they journeyed west to settle new lands.

3 Describe events that led to Arizona becoming a possession of the United States:a. Mexican – American Warb. Mexican Cession (Treaty of Guadalupe-Hidalgo)c. Gadsden Purchase

3 Identify major westward migration routes of the 19th

Century.


4 Describe how new forms of transportation and communication impacted the westward expansion of the United States.a. transportation (e.g.,

trails, turnpikes, canals, wagon trains, steamboats, railroads)

b. communication (e.g., Pony Express, telegraph)

4 Describe the impact of Native Americans, Hispanics, and newcomers from the United States and the world on the culture of Arizona (e.g., art, language, architecture, mining, ranching).

4 Describe how manufacturing textiles, transportation improvements, and other innovations of the Industrial Revolution contributed to U.S. growth and expansion.


5 Discuss the effects (e.g., loss of land, depletion of the buffalo, establishment of reservations, government board schools) of Westward Expansion on Native Americans.

5 Describe the conflict of cultures that occurred between newcomers and Arizona Native Americans:a. Indian Warsb. Navajo Long Walkc. formation of

reservations

5 Describe the following individuals’ role in the reform movement before the Civil War:a. Frederick Douglassb. Harriet Tubmanc. William Lloyd Garrisond. Sojourner Truth



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 6: Civil War and Reconstruction

Regional conflicts led to the Civil War and resulted in significant changes to American social, economic, and political structures. The complex issues of this period continue to affect the daily life and development of the United States.


(Note: The Civil War was introduced in Grade 3.)

(Note: The Civil War was introduced in Grade 3 and the Civil War in Arizona was taught in Grade 4.)




1 Recognize that there were issues (e.g., slavery, states’ rights, South seceded from the Union) associated with the Civil War.

1 Describe events in Arizona during the Civil War:a. Battle of Picacho Peakb. Battle of Apache Passc. Arizona becomes a

territory

1 Describe factors leading to the Civil War:a. role of abolitionists and

Underground Railroadb. sectionalism between

North and Southc. westward expansion

Connect with:Strand 3 Concept 3, 4Strand 4 Concept 2, 4, 6Strand 5 Concept 1

2 Discuss contributions of people (e.g., Abraham Lincoln, Jefferson Davis, Robert E. Lee, Ulysses S. Grant, Harriet Tubman, Sojourner Truth, Frederick Douglass) during the Civil War era.

2 Identify the reasons why the following were important events of the Civil War:a. firing on Ft. Sumterb. major battlesc. delivery of

Emancipation Proclamation

d. surrender at Appomattox



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 7: Emergence of the Modern United States

Economic, social, and cultural changes transformed the United States into a world power. Examination of the changing role and influence of the United States as it matured into a world power gives insight into our role in the world today.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:No performance objectives at this grade.



1 Discuss reasons (e.g., famine, political discord, religious persecution, economic opportunity) why people left their home country to start a new life in the United States.

1 Describe the economic development of Arizona:a. miningb. ranchingc. farming and dams


2 Describe the experiences (e.g., new language, customs, opportunities, hardships) in immigrants’ lives after settling in the United States during the late 19th and early 20th centuries.

2 Describe the advent of innovations in transportation (e.g., steamboats, freighting, stagecoaches, railroads) that helped Arizona’s growth and economy.

3 Identify key individuals and groups (e.g., Charles Poston, Sharlot Hall, Buffalo Soldiers, Geronimo, George W.P. Hunt, Manuelito, Cochise) related to Arizona territorial days and early statehood.

4 Recognize that Arizona changed from a territory to a state on February 14, 1912.

5 Recognize the formation of Native American communities and reservations in Arizona (e.g., Gila River Reservation, Yaquis, Colorado River Indian Tribes).



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 8: Great Depression and World War II

Domestic and world events, economic issues, and political conflicts redefined the role of government in the lives of United States citizens. The continuing importance of these issues requires that students fully understand their complex nature and how they still affect us today.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:No performance objectives at this grade.




1 Describe changes in the lives of U.S. and Arizona residents during the Great Depression:a. povertyb. unemploymentc. loss of homes or businessesd. migration


2 Describe the reasons (e.g., German and Japanese aggression) for the U.S. becoming involved in World War II.

3 Describe the impact of World War II on Arizona (e.g., economic boost, military bases, Native American and Hispanic contributions, POW camps, relocation of Japanese Americans).

4 Describe how lives were affected during World War II (e.g., limited goods, women worked in factories, increased patriotism).



ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 9: Post World War II United States

Postwar tensions led to social change in the United States and to a heightened focus on foreign policy. Civil Rights struggles, changing social expectations, global tensions, and economic growth defined the modern United States. Those issues continue to change and reshape our nation.


(Note: Civil Rights leaders were introduced in Grade 1.)

1 Recognize that astronauts (e.g., John Glenn, Neil Armstrong, Sally Ride) are explorers of space.

1 Recognize that Rosa Parks, Martin Luther King Jr., and César Chavez worked for and supported the rights and freedoms of others.


1 Recognize that individuals (e.g., Susan B. Anthony, Jackie Robinson, Rosa Parks, Martin Luther King Jr., César Chavez) worked for and supported the rights and freedoms of others.

1 Describe changes ( e.g., population growth, economic growth, cultural diversity, civil rights) that took place in Arizona during the postwar era.




ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States.Concept 10: Contemporary United States

Current events and issues continue to shape our nation and our involvement in the global community. Our role in the world demands informed citizens who know and value the perspective historical knowledge provides.


1 Use information from written documents, oral presentations, and the media to discuss current local events.

1 Use information from written documents, oral presentations, and the media to discuss current local and state events.

1 Use information from written documents, oral presentations, and the media to describe current events.

1 Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

1 Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). S2C9PO9


2 Connect current events with historical events from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

2 Discuss the connections between current events and historical events and issues from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

2 Discuss the connections between current and historical events and issues from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

Discuss the connections between current and historical events and issues from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

3 Recognize current Native American tribes in the United States (e.g., Navajo, Cherekee, Lakota, Iroquois, Noz Peree, Hopi, Thono Odham).

3 Describe the influence of key individuals (e.g., Sandra Day O’Connor, Carl Hayden, Ernest W> McFarland, Barry Goldwater, César Chavez, John McCain) in Arizona.

4 Discuss the contributions of diverse populations to Arizona.


Strand 2: World HistoryA study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the United States and members of the world community.

Concept 1: Research Skills for HistoryHistorical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively, students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the interrelatedness of events.


1 Retell personal events to show an understanding of how history is the story of events, people, and places in the past.



1 Use timelines to identify the time sequence of historical data.



and maps



and maps2 Listen to recounts of

historical events and people and discuss how they relate to present day.


2 Place historical events from content studied in chronological order on a timeline.



2 Construct timelines of the historical era being studied (e.g., presidents/world leaders, key events, people).

3 Sequence recounts of historical events and people using the concepts of before and after.

3 Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.




3 Describe the different between primary and secondary sources.

4 Use primary source materials (e.g., photos, artifacts) to study people and events from the past.


4 Retell stories to describe past events, and places.



5 Retell stores to describe past events, people and places.



Strand 2: World HistoryA study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas,

beliefs, and turning points in American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the United States and members of the world community.

Concept 2: Early Civilizations The geographic, political, economic, and cultural characteristics of early civilizations significantly influenced the development of later civilizations. An understanding of the earliest contributions to

society is vital to understanding the rest of the world and our place in it.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:(Note: Advancements in early civilizations were introduced in Kindergarten.)

(Note: World civilizations were introduced in Grade 1.)

1 Recognize that groups of people in early civilizations (e.g., people of the America, Europeans, Asians, Africans) moved from place to place to hunt and gather food.

1 Recognize that the development of farming allowed groups of people to settle in one place and develop into civilizations (e.g., Egypt, Mexico).

1 Recognize that civilizations developed in China, India, and Japan.

1 Recognize how government (beginnings of democracy), mythology, art, architecture, and Olympics in Ancient Greece contributed to the development of their own and later civilizations.

Connect with:Reading Strand 2 Concept 2



2 Recognize that early civilizations improve their lives through advancements (e.g., domestication of animals, tools, farming methods, calendars).

2 Recognize that settlement led to the development of farming techniques (e.g., Nile River flooding, canals in Mexico), government (e.g., pharaohs), art/architecture (e.g., pyramids, ruins), and writing (e.g., hieroglyphics) which contributed to the advancement of the Ancient Egyptian civilization.

2 Recognize how art (e.g., porcelain, poetry), architecture (e.g., pagodas, temples), and inventions (e.g., paper, fireworks) in Asia contributed to the development of their own and later civilizations.

2 Discuss the contributions of Ancient Greek teachers/philosophers (e.g., Socrates, Plato, Aristotle) whose thinking contributed to the development of their own and later civilizations.

3 Recognize that civilizations in the Americas had similar characteristics to the Egyptians.


3 Recognize how representative government, mythology, architecture (e.g., aqueducts), and language (e.g., Latin) in Ancient Rome contributed to the development of their own and later civilizations.




Concept 2: Early Civilizations continuedThe geographic, political, economic, and cultural characteristics of early civilizations significantly influenced the development of later civilizations. An understanding of the earliest contributions to

society is vital to understanding the rest of the world and our place in it.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:4 Discuss the contributions

of political and military leaders of Ancient Rome (e.g., Julius Caesar, Augustus, Constantine) whose actions influenced their own and later civilizations.



Concept 3: World in Transition People of different regions developed unique civilizations and cultural identities characterized by increased interaction, societal complexity, cooperation and competition. Examination of these

civilizations provides understanding of their enduring contributions to the modern world.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:(Note: The Middle Ages are introduced to establish reasons for Spanish and Portuguese exploration. As soldiers returned from the Crusades, European countries began to trade with the Indies. Spain and Portugal sought trade routes they could control, leading to their exploration of the New World.)





1 Discuss life in Europe as it existed at the time of the Aztec and Incan/Inkan



empires in the Americas:a. life in castlesb. knights traveling to new

places during the Crusades

c. desire for new routes to the Indies



Concept 4: Renaissance and ReformationThe rise of individualism challenged traditional Western authority and belief systems resulting in a variety of new institutions, philosophical and religious ideas, and cultural and social achievements.

The ideas born in this era continue to form a basis for political and social thought.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:No performance at this grade.









Concept 5: Encounters and Exchange Innovations, discoveries, exploration and colonization accelerated contact, conflict, and interconnection among societies worldwide, transforming and creating nationals. The expansion of the existing

nations of the world led to the exchange of ideas, goods, and cultures that formed a foundation for the modern age.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:(Note: Explorers such as Magellan and Marco Polo traveling to new places in the world was introduced in Kindergarten and Second Grade.)

(Note: Exploration was introduced in Grades K, 1, and 3.)

(Note: European Exploration was introduced in Grade 3 and 4.)

1 Recognize that explorers (e.g., Marco Polo, Magellan) traveled to places in the world that were new to them.

1 Recognize why England and Spain wanted to rule other areas of the world.


1 Describe how expanding trade (e.g., Marco Polo’s travels to Asia) led to the exchange of new goods (i.e., spices, silk) and ideas.

1 Describe how the search for a Northwest Passage to Asia led to the exploration and settlement of Canada.

1 Describe the reasons (e.g., trade routes, gold) for Spanish and Portuguese explorations of the Americas.

1 Describe the following effects of European exploration, trade, and colonization on other parts of the world:a. sea routes to Asia


b. colonies established and settledincrease power of European countries

d. trade established between Europe, Africa, and Americas

e. introduction of disease and the resulting population decline of Indigenous people

f. triangular trade

Connect with:Strand 1 Concept 3Strand 3 Concept 2Strand 4 Concept 2, 4,5, 6Strand 5 Concept 1



Concept 5: Encounters and Exchange Innovations, discoveries, exploration and colonization accelerated contact, conflict, and interconnection among societies worldwide, transforming and creating nationals. The expansion of the existing

nations of the world led to the exchange of ideas, goods, and cultures that formed a foundation for the modern age.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:2 Recognize that exploration

resulted in the exchange of ideas, culture, and goods (e.g., foods, animals, plants, artifacts).

2 Discuss European global explorations (e.g., Columbus, Magellan, Henry Hudson, Vasco da Gama, Balboa).


2 Describe the impact of European explorers’ encounters with the Aztec and Inca/Inka.


2 Describe ways in which Spain, France, and England competed for power.

Connect with:Strand 1 Concept 3Strand 3 Concept 2, 5Strand 4 Concept 2Strand 5 Concept 1


3 Describe the voyages of Christopher Columbus.

4 Identify the Vikings and their motivation for sailing to Finland.



Concept 6: Age of Revolution Intensified internal conflicts led to the radical overthrow of traditional governments and created new political, economic, and intellectual systems. During this time new nations, including the United

States, were born and changes in thought and technology contributed to creating a new type of national identity.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:(Note: Changing government by revolution was introduced in Grade 1. The American Revolution is taught in


Grade 5, Strand 1. Connect to similar events around the world.)



1 Recognize that people in different places (e.g., American colonies – England, Mexico – Spain) challenged their form of government, which resulted in conflict and change.




1 Explain the rationale and characteristics of rebellion.

2 Explain the impact that revolution has on a society.

3 Compare the causes of the American Revolution to other revolutions around the world (e.g., France, Haiti, Mexico, South America, Russia).

4 Compare the outcomes of the American Revolution to those of other revolutions around the world (e.g., France, Haiti, Mexico, South America, Russia).



Concept 7: Age of ImperialismIndustrialized nations exerted political, economic, and social control over less developed areas of the world. The exercise of imperial power led to world tensions that erupted in war and tumultuous

change.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:No performance objectives at this grade.









Concept 8: World at WarGlobal events, economic issues, and political ideologies ignited tensions leading to worldwide military conflagrations and diplomatic confrontations in a context of development and change. The

changes in the concentration of political power led to changes in the world that continue today.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:










Concept 9: Contemporary WorldThe nations of the contemporary world are shaped by their cultural and political past. Current events, developments, and issues continue to shape the global community.



1 Use information from written documents, oral presentations, and the media to discuss current events.

1 Use information from written documents, oral presentations and the media to discuss current events.

1 Use information from written documents, oral presentations, and the media to describe current events.


1 Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). S1C10PO1


2 Use various resources (e.g., newspapers, magazines, television, Internet, books, maps) to discuss the connections between current events and historical events and issues from content studied in Strand 2.


Strand 3: Civics/GovernmentThe goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible participation in public life; to ensure, through instruction, that students understand the essentials, source, and history of the constitutions of the United States and Arizona, American institutions and ideals (ARS 15-710). Students will understand the foundations, principles, and institutional practices of the United States as a representative democracy and constitutional republic. They will understand the importance of each person as an individual with human and civil rights and our shared heritage in the United States. Students will understand politics, government, and the responsibilities of good citizenship. Citizenship skills include the capacity to influence policies and decisions by clearly communicating interests and the ability to build coalitions through negotiation, compromise, and consensus. In addition, students will learn that the United States influences and is influenced by global interaction.

Concept 1: Foundations of GovernmentUnited States democracy is based on the principles and ideals that are embodied by symbols, people and documents. An understanding of these principles and ideals are vital for citizens to participate fully in the democratic process.


1 Recognize national symbols and monuments that represent American democracy and values:a. American flagb. Bald Eaglec. Statue of Libertyd. White House

1 Identify national symbols and monuments that represent American democracy and values:a. American flagb. Bald Eaglec. Statue of Libertyd. White Housee. Washington Monument

1

Describe the history and meaning of national symbols, documents, songs, and monuments that represent American democracy and values:a. American Flagb. Pledge of Allegiancec. National Anthemd. America the Beautifule. the U.S. Capitalf. Liberty Bell


1 Describe national symbols and monuments that represent American democracy and values:a. Statue of Libertyb. Ellis Islandc. Lincoln Memoriald. The U.S. Capital

1 Describe state and national symbols and monuments that represent American democracy and values:a. Great Seal of the United Statesb. Arizona symbols (i.e.,

seal, flag, flower, tree, bird, animal).

c. war memorials (e.g., Pearl Harbor – Arizona Memorial, WW II, Korean, and Vietnam Memorials)

1 Identify democratic principles and ideals associated with the following documents:a. Mayflower Compactb. Declaration of

Independencec. Articles of

Confederationd. United States

Constitutione. Bill of Rights


2 Recognize the Pledge of Allegiance and the National Anthem.

2 Recognize the Pledge of Allegiance and the National Anthem.

2 Recognize that the U.S. Constitution provides the American people with common laws and protects their rights.

2 Recognize that people in the United States and Arizona have varied backgrounds but may share principles, goals, customs and traditions (e.g., ethnicity, urban/rural, dwellings.)

2 Identify the rights and freedoms supported by the following documents:a. Preamble of the U.S.

Constitutionb. Bill of Rightsc. Statement of Natural

Rights as found in the Declaration of Independence (We hold these truths to be self-evident….)(Note: Aligns to State Statue)

2 Recognize the contributions and roles of the following individuals in creating the American government:a. John Adamsb. Benjamin Franklinc. Alexander Hamiltond. Thomas Jeffersone. James Madisonf. John Marshallg. George Washington


i.e. - means that is. Precedes a specific list of items in which all items should be included. 27 e.g. – means for example. This list is not exclusive. Other examples may apply.

Strand 3: Civics/GovernmentThe goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible participation in public life; to ensure, through instruction, that students understand the essentials,

source, and history of the constitutions of the United States and Arizona, American institutions and ideals (ARS 15-710). Students will understand the foundations, principles, and institutional practices of the United States as a representative democracy and constitutional republic. They will understand the importance of each person as an individual with human and civil rights and our shared

heritage in the United States. Students will understand politics, government, and the responsibilities of good citizenship. Citizenship skills include the capacity to influence policies and decisions by clearly communicating interests and the ability to build coalitions through negotiation, compromise, and consensus. In addition, students will learn that the United States influences and is influenced

by global interaction.Concept 1: Foundations of Government continued

United States democracy is based on the principles and ideals that are embodied by symbols, people and documents. An understanding of these principles and ideals are vital for citizens to participate fully in the democratic process.


3 Recognize the significance of national holidays:a. Thanksgivingb. Presidents’ Dayc. Martin Luther King, Jr.

Dayd. Constitution Day

3 Practice examples of democracy in action (e.g., voting, making classroom rules).

3 Describe the significance of national holidays:a. Presidents’ Dayb. Martin Luther King, Jr.

Dayc. Veterans’ Dayd. Memorial Daye. Fourth of Julyf. Constitution Day

3 Describe how people in the community and state work together to achieve common goals.

3 Describe Arizona’s transition from territory to statehood:a. locations of capitalb. founding peoplec. Arizona’s constitution

3 Describe the struggle between the Federalists and the Anti-federalists over the ratification of the Constitution and the creation of the Bill of Rights.


4 Identify Presidents George Washington and Abraham Lincoln as leaders of our democracy.


4 Recognize how students work together to achieve common goals.

4 Recognize that people in the United States and Arizona have varied backgrounds but may share principles, goals, customs and traditions.(e.g., ethnicity, urban/rural dwellings).

4 Describe the significance of national holidays:a. Presidents’ Dayb. Martin Luther King, Jr. Dayc. Veterans’ Dayd. Memorial Daye. Constitution Dayf. Labor Day

4 Describe the varied background of people living in Arizona:a. shared principles, goals,

customs and traditionsb. diversity in one’s

school and communityc. benefits and challenges

of a diverse population.5 Recognize that classmates

have varied backgrounds but may share customs and traditions (e.g., ethnicity, urban/rural, dwellings.)

5 Recognize the significance of national holidays:a. Thanksgivingb. Presidents’ Dayc. Martin Luther King, Jr.

Daye. Fourth of July

5 Recognize how students work together to achieve common goals.


d. Constitution Day6 Recognize state symbols of

Arizona (e.g., bird, flower, tree, flag).

7 Recognize that people in Arizona and the United States have varied backgrounds, but may share customs, and traditions. (e.g., ethnicity, urban/rural, dwellings).




by global interaction.Concept 2: Structure of Government

The United States structure of government is characterized by the separation and balance of powers. Participation as an informed citizen requires fundamental knowledge of how our government is structured and the safeguards that are in place to ensure the integrity of the democratic process.


(Note: The three branches of government were introduced in Grade 3.)

1 Identify the current President of the United States and Governor of Arizona.


1 Identify the current President of the United States and Governor of Arizona.

1 Identify the three branches of national government as represented by the President, Congress, and the Supreme Court.Connect with:Strand 1 Concept 4

1 Discuss the three branches of state and national government:a. Executiveb. Legislativec. Judicial

1 Describe the three branches of state and national government:a. Executiveb. Legislativec. Judicial

1 Describe the role of town meetings and representative assemblies in colonial government. (e.g., House of Burgesses)

2 Identify current political leaders of the state and nation:a. President of the United Statesb. Governor of Arizonac. local leaders (e.g., tribal council, mayor)

2 Recognize that there are different levels of government (e.g., local, tribal, county, state, national).

2 Describe different level of government (e.g., local, tribal, county, state, national.)

2 Describe how the Constitution is designed to limit central government, as in freedom from a controlling monarchy.


3 Recognize how Arizona and the other states combine to make a nation.





by global interaction.Concept 3: Functions of Government

Laws and policies are developed to govern, protect, and promote the well-being of the people. Our ever-evolving government sets policies and crates laws to achieve these goals.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:(Note: Students were introduced to how laws are made in Grade 3.)




1 Identify the basic concept of how laws are made (e.g., law proposed, discussed, amended, voted on).

1 Describe the responsibilities of state government (e.g., making laws, enforcing laws, collecting taxes).


1 Explain ways in which the powers of the federal government differed from the Articles of Confederation to the Constitution.


2 Describe the responsibilities (e.g., determining land use, enforcing laws, overlapping responsibilities with state government) of the local

2 Identify the process by which a bill becomes a law.


government.3 Describe the possible

consequences of violating laws.

3 Describe how the checks and balance system which established the three branches of the federal government works, as in Andrew Johnson’s impeachment.

4 Explain the significance of the Dred Scott Decision.

5 Compare the arguments for states’ rights versus the power of the federal government (e.g., the expansion of slavery, taxation).




by global interaction.Concept 4: Rights, Responsibilities, and Roles of Citizenship

The rights, responsibilities, and practices of United States citizenship are founded in the Constitution and the nation’s history. Fully informed citizens are better able to protect the rights and privileges guaranteed to the citizens of our nation.


1 Identify examples of responsible citizenship in the school setting and in stories about the past and present.

1 Identify examples of responsible citizenship in the school setting and in stories about the past and present.

1 Discuss examples of responsible citizenship in the school setting and in stories about the past and present.

1 Describe the rights and responsibilities of citizenship:a. elements of fair play,

good sportsmanship, and the idea of treating others the way you want to be treated.

b. importance of participation and cooperation in a classroom and community.

c. why there are rules and the consequences for violating them

1 Discuss ways an individual can contribute to a school or community or society (e.g., cultural awareness).

1 Describe ways an individual can contribute to a school or community, state, nation, world (i.e., citizen of the world).


d. responsibility of voting (every vote counts)

2 Recognize the rights and responsibilities of citizenship:a. elements of fair play,















2 Describe the importance of students contributing to a community (e.g., service projects, cooperating, volunteering).

2 Identify traits of character (e.g., honesty, courage, cooperation, respect, trustworthiness, responsibility, citizenship) that are important to the preservation and improvement of democracy.

2 Describe the character traits (i.e., respect, responsibility, fairness, involvement) that are important to the preservation and improvement of constitutional democracy in the United States.




by global interaction.Concept 4: Rights, Responsibilities, and Roles of Citizenship continued

The rights, responsibilities, and practices of United States citizenship are founded in the Constitution and the nation’s history. Fully informed citizens are better able to protect the rights and privileges guaranteed to the citizens of our nation.


3 Discuss the importance of students contributing to a community (e.g., helping others, working together, cleaning up the playground).

3 Discuss the importance of students contributing to a community (e.g., helping others, working together, cleaning up the playground).

3 Describe the importance of students contributing to a community (e.g., helping others, working together, service projects).

3 Identify traits of character (e.g., honesty, courage, cooperation, respect, trustworthiness, responsibility, citizenship) that are important to the preservation and improvement of democracy.

3 Describe the importance of citizens being actively involved in the democratic process (e.g., voting, campaigning, civil and community service, volunteering, jury duty).

3 Describe the importance of citizens being actively involved in the democratic process (e.g., voting, student government, involvement in political decision-making, analyzing issues, petitioning public officials).


4 Identify people who help keep communities and citizens safe (e.g., police, firefighters, nurses, doctors).

4 Identify traits of character (e.g., honesty, courage, cooperation and patriotism) that are important to the preservation and improvement of democracy.




by global interaction.Concept 5: Government Systems of the World

Different governmental systems exist throughout the world. The United States influences and is influenced by global interactions.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5






1 Describe the characteristics of a monarch and a republic.

Connect with:Strand 1 Concept 3, 4Strand 2 Concept 6


Strand 4: GeographyThe goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.

Concept 1: The World In Spatial TermsThe spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments. Mastery of these tools enables students to better understand information and make decisions that affect the future.


1 Recognize the differences between maps and globes.

1 Recognize different types of maps (e.g., political, physical) serve various purposes.

1 Recognize different types of maps (e.g., political, physical, thematic) serve various purposes.

1 Discuss that different types of maps (e.g., political, physical, thematic) serve various purposes.

1 Use different types of maps to solve problems (i.e., road maps – distance, resource maps-products, historical maps-boundaries, thematic map-climates).

1 Interpret information from a variety of maps:a. contourb. population densityc. natural resourced. historical maps

2 Construct maps of a familiar place (e.g., classroom, bedroom, playground, and neighborhood).

2 Identify characteristics of maps and globes:a. compass roseb. symbolsc. key/legend

2 Interpret political and physical maps using the following elements:a. alpha numeric gridsb. titlec. compass rose – cardinal

directionsd. key/legende. symbols

2 Interpret political and physical maps using the following elements:a. alpha-numeric gridsb. titlec. compass rose –

cardinal and intermediate directions

d. key/legende. symbolsf. scale

2 Interpret political and physical maps using the following elements:a. titleb. compass rose –

cardinal and intermediate directions

c. symbolsd. legende. scalef. road map indexg. grid (latitude and

longitude)

2 Locate features in the world (e.g., continents, waterways, mountain ranges, cities) on a map using latitude and longitude.

3 Determine the relative location of objects using the terms near/far, behind/in front, over/under, left/right, up/down.

Connect with:Science Strand 5 Concept 2Math Strand 4 Concept 1

3 Construct a map of a familiar place (e.g., classroom, bedroom, and playground) that includes a compass rose, symbols, and key/legend.

3 Construct a map of a familiar place (e.g., school, home, neighborhood, fictional place) that includes a title, compass rose, symbols and key (legend).

3 Construct a map of a familiar place (e.g., school, home, neighborhood, fictional place) that includes a title compass rose, symbols, and key/legend.

3 Construct maps using symbols to represent human and physical features.

3 Identify the location of significant geographic features from content studied on a physical or political map.

4 Identify land and water on maps, illustrations, images, and globes.

4 Recognize characteristics of human and physical features:a. physical (i.e., ocean,

continent, river, lake, mountains, islands)

b. human (i.e., equator, North and South Poles)

4 Construct tally charts and pictographs to display geographic information (e.g., birthplace – city or state).

Connect with:Math Strand 2Concept 1 PO 2

4 Construct maps using symbols to represent human and physical features.

4 Construct charts and graphs to display geographic information.

4 Locate physical and human features (e.g., gulf, delta, isthmus, strait, bay, canyon, swamp, peninsula, province, cape, tree line) in the United States and world on an appropriate type of map.


Strand 4: GeographyThe goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact

with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and

are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.Concept 1: The World In Spatial Terms continued

The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments. Mastery of these tools enables students to better understand information and make decisions that affect the future.


5 Distinguish continents and oceans on a map or globe.

5 Locate physical and human features using maps, illustrations, images, or globes:a. physical (i.e., continent,

ocean, river, lake, mountains, islands)

b. human (i.e. equator, North and South poles, country)

5 Recognize characteristics of human and physical features:a. physical (i.e., ocean,

continent, river, lake, mountain range, coast, sea, desert)

b. human (i.e., equator, Northern and Southern Hemispheres, North and South Poles)

5 Construct charts and graphs to display geographic information.

Connect with:Math Strand 2Concept 1 PO 2

5 Describe characteristics of human and physical features:a. physical (i.e., river,

lake, mountain, range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes)

b. human (i.e., equator, four hemispheres, city, state, country, harbor, dams, territory, county)

5 Identify each state on a U.S. map

6 Locate Arizona on a map of the United States.

6 Locate physical and human features using maps, illustrations, images, or globes:a. physical (i.e., ocean,

continent, river, lake, mountain range, coast, sea, desert)

b. Human (i.e., equator Northern and Southern Hemispheres, North and South Poles, city, state, country, Phoenix, Arizona)

6 Recognize characteristics of human and physical features:a. physical (i.e., ocean

continent, river, lake, mountain, range, coast, sea, desert, gulf, bay, strait, plain, valley, volcano, peninsula)

b. human (i.e., equator, Northern and Southern Hemispheres, North and South Poles, city, state, country, roads, railroads)

6 Locate physical and human features using maps, illustrations, images, or globes:a. physical (i.e., seven

continents, four oceans, river, lake, mountain, range, coast, sea, desert, gulf, bay, strait, peninsula)


6 Construct maps, charts, and graphs to display geographic information.




are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.Concept 1: The World In Spatial Terms continued

The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments. Mastery of these tools enables students to better understand information and make decisions that affect the future.


7 Locate physical and human features using maps, illustrations, images, or globes:a. physical (i.e., seven

continents, four oceans, river, lake, mountain, range, coast, sea, desert, gulf, bay, strait, peninsula)


7 Locate physical and human features in Arizona using maps, illustrations, or images:a. physical (e.g., Grand

Canyon, Mogollon Rim, Colorado River, Gila River, Salt River)

b. human (e.g., Phoenix, Yuma, Flagstaff, Tucson, Prescott, Hoover Dam, Roosevelt Dam)




are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.Concept 2: Places and Regions

Places and regions have distinct physical and cultural characteristics. These concepts are a foundation for many economic, political, and social decisions made throughout the world.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:1 Recognize through images

how people live differently in other places and times.

1 Discuss human features (e.g., cities, parks, railroad tracks, hospitals, shops, schools) in the world.

1 Identify through images of content studied (e.g., Japan, China, India, United States) how places have distinct characteristics.

1 Locate major physical and human features from content studied (e.g., Greece, Canada, Spain, United States) on maps and globes.

1 Describe how the Southwest has distinct physical and cultural characteristics.

1 Describe how the following regions exemplify the concept of region as an area with unifying human or natural factors:a. three American colonial

regionsb. West, Midwest,

Northeast, Southeast, Southwest

c. North and South during the Civil War

Connect with:Strand 1 Concept 3, 4,5

2 Discuss physical features (e.g., mountains, rivers, deserts) in the world.

2 Discuss human features (e.g., cities, parks, railroad tracks, hospitals, shops, schools) in the world.

2 Describe how physical and human characteristics of places change from past to present.

2 Describe ways in which Arizona has changed over time from statehood to today.

2 Describe the geographic characteristics of a state in the United States with the assistance of maps, the Internet, atlases, and other reference materials.

3 Recognize through images of content studied (e.g., Egypt, Arizona, local community) that places have distinct characteristics.

3 Discuss physical features (e.g., mountains, rivers, deserts) in the world.

3 Locate the landform regions of Arizona (plateau, mountain, desert) on a map.

4 Discuss the ways places change over time.

4 Discuss the ways places change over time.

4 Compare the landform regions of Arizona according to their physical features, plants, and animals.




are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.Concept 2: Places and Regions continued

Places and regions have distinct physical and cultural characteristics. These concepts are a foundation for many economic, political, and social decisions made throughout the world.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:5 Describe how regions and

places (e.g., Grand Canyon, Colorado River, Casa Grande Ruin, Canyon de Chelly, Yucatan Peninsula) have distinct characteristics. (Connect to content studied.)




are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.Concept 3: Physical Systems

Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems. These processes affect the distribution of resources and economic development. Science Strands are summarized as they apply to Social Studies content in Grades K-8. These concepts are reinforced in Social Studies classes, but assessed through Science. (Science Strands are

summarized below as they apply to Social Studies content in Grades K-8. These concepts are reinforced in Social Studies classes, but assessed through Science.)Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:Connect with:Science Strand 4 Concept 3 PO1Identify plants and animals in the local environment.

Connect with:Science Strand 4Concept 3 PO 1-3Identify, compare, and describe plants and animals in various habitats.

Connect with:Science Strand 6Concept 3 PO1,2Measure and record weather conditions, identify clouds and analyze their relationship to temperature and weather patterns.

Connect with:Science Strand 3 Concept 1 PO 1Describe major factors that impact human populations and the environment.

Connect with:Science Strand 3 Concept 1 PO 2Describe how natural events and human activities impact environments.

Connect with:Science Strand 3 Concept 1Explain the impacts of natural hazards on habitats.

Science Strand 6Concept 1 PO 1, 3, 4Identify the basic properties of earth materials (rocks, soil, water; natural or man-made; reusable and recyclable).

Science Strand 6Concept 1 PO 1, 3Identify the basic properties and uses of earth materials (rocks, soil, water, conservation).

Science Strand 4 Concept 3 PO 5Explain the relationships among plants and animals in different environments.

Science Strand 4 Concept 3 PO 1, 2Describe uses, types, and conservation of natural resources.

Science Strand 6 Concept 2Describe lunar cycles, Earth’s revolution and rotation, and gravity.

Science Strand 6Concept 3 PO 1, 3Understand the characteristics of weather and how it affects people.

Science Strand 6Concept 2 PO 3Identify objects in the sky (sun, moon, stars, clouds).

Science Strand 4 Concept 4 PO 1, 2, 3Describe ways species adapt to environments and what happens if they cannot adapt.

Science Strand 6 Concept 2Understand processes acting on the earth (erosion, floods, earthquakes, volcanoes, forest fires) and evidence of their occurrence.

Science Strand 6 Concept 3Describe the planets, other objects in the solar system, and exploration of the solar system.

Science Strand 6Concept 3 PO 1, 2Understand characteristics of weather patterns and how they affect daily activities.

Science Strand 6 Concept 1 PO 1-5, 7, 8Identify the basic properties of earth materials (rocks, fossils, layers of the earth).

Science Strand 6 Concept 3 PO 3Understand characteristics of weather conditions and climate.




are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.Concept 4: Human Systems

Human cultures, their nature, and distribution affect societies and the Earth. The world is increasingly interconnected and these concepts allow full understanding of major issues facing us.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:1 Discuss the food, clothing,

housing, recreation, and celebrations practiced by cultural groups in the local community (e.g., classroom, school, community).

1 Discuss elements of culture (e.g., food, clothing, housing, sports, holidays) of a community in areas studied (e.g., local community, Arizona, Egypt).

Connect with:Reading Strand 2Concept 2 PO 1

1 Discuss housing and land use in urban and rural communities.

1 Describe changes over time in transportation (e.g., animal, boat, train, motorized vehicle, aircraft).

1 Describe the factors (push and pull) that have contributed to the settlement, economic development (e.g., mining, ranching, agriculture, and tourism), and growth of major Arizona cities.

1 Explain why and how boundaries change (e.g., Westward Expansion, Civil War, Mexican – American War).


2 Discuss how land in the students’ community is used for industry, housing, business, agriculture, and recreation.

2 Discuss how land in the students’ community is used for industry, housing, business, agriculture, and recreation.

2 Describe the reasons (e.g., jobs, climate, family) for human settlement patterns.

2 Describe changes over time in communication networks (e.g., telegraph, telephone, postal, Internet).

2 Describe how Mexico and Arizona are connected by the movement of people, goods, and ideas.

2 Explain the effects (e.g., economic, cultural, environmental, political) of human migration on places.


3 Describe how people earn a living in the community and the places they work.


3 Describe how people earn a living in the community and the places they work.


3 Discuss the major economic activities and land use (e.g., natural resources, agricultural, industrial, residential, commercial, recreational) of areas studied.

3 Discuss the major economic activities and land use (e.g., harvesting natural resources, agricultural, industrial, residential ,commercial, recreational) of areas studied.

3 Describe how the building of transportation routes (e.g., trails, stage routes, railroad) resulted in human settlement and economic development in Arizona




are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.Concept 4: Human Systems continued

Human, cultures, their nature, and distribution affect societies and the Earth. The world is increasingly interconnected and these concepts allow full understanding of major issues facing us.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:4 Describe elements of

culture (e.g., food, clothing, housing, sports, customs, beliefs) in a community of areas studied (e.g., Arizona, China, Japan, United States).

Connect with:Reading Strand 2 Concept 2 PO 1

4 Describe elements of culture of a community or nation (e.g., food, clothing, housing, sports, customs, beliefs) in areas studied.

Connect with:Reading Strand 2 Concept 2 PO 1,2

4 Describe the cultural characteristics (e.g., food, clothing, housing, sports, customs, beliefs) of Arizona’s diverse population.

5 Discuss that Japan, China, India, and United States civilizations have changed from past to present.

5 Discuss that Ancient Civilizations have changed from past to present.

5 Describe the major economic activities and land use patterns (e.g., agricultural, industrial, residential, commercial, recreational, harvesting of natural resources) of regions studied.

6 Recognize the connections between city, state, country, and continent.

6 Recognize there are differences in political units and hierarchies (i.e., community, city, county, state, country, continent).

6 Describe elements of culture in areas studied (e.g., Mexico, Central and South America).


Strand 4: GeographyThe goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will e able to understand local,

national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.

Concept 5: Environment and Society:Human and environmental interactions are interdependent. Humans interact with the environment - they depend upon it, - they modify it; and they adapt to it. The health and well-being of all humans

depends on an understanding of the interconnections and interdependence of human and physical systems.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:1 Identify the origin of

natural resources (e.g., fish from sea, minerals from the ground, wood from trees, food from farms).

1 Identify ways (e.g., clothing, housing, crops) humans adapt to their environment.

1 Identify ways (e.g., agriculture, structures, roads) in which humans depend upon, adapt to, and impact the earth.

1 Identify ways (e.g., farming, building structure and dams, creating transportation routes, overgrazing, mining, logging) in which humans depend upon, adapt to, and impact the earth.

1 Describe human dependence on the physical environment and natural resources to satisfy basic needs.

1 Describe the ways European colonists and Native Americans viewed, adapted, and used the environment.


2 Recognize that resources are renewable, recyclable, and non-renewable.Connect with:

Science Strand 6 Concept 1 PO 4

2 Identify resources that are renewable, recyclable, and non-renewable.

Science Strand 6Concept 1PO 5

2 Recognize ways of protecting natural resources.

2 Describe ways of protecting natural resources.

2 Describe the impact of extreme natural events (e.g., fires, volcanoes, floods, droughts) on human and physical environments.

2 Describe the impact that natural events (e.g., floods, earthquakes, droughts) have on human and physical environments.

3 Identify resources that are renewable, recyclable, and non-renewable.

3 Describe the impact of human modifications (e.g., dams, mining, air conditioning, irrigation, agricultural) on the physical environment and ecosystems.

Strand 4: GeographyThe goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will e able to understand local,

national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history, civics, and economics.

Concept 6: Geographic ApplicationsGeographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past and the present, and to plan for the future. The use of geographic analysis is

elemental in solving problems and making good decisions.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:1 Discuss geographic 1 Discuss geographic 1 Discuss geographic 1 Discuss geographic 1 Describe the impact of 1 Describe how geographic


concepts related to current events.




geographic features (e.g., rivers, mountains, resources, deserts, climate) on migration and the location of human activities (e.g., exploration, mining, transportation routes, settlement patterns).

features influenced events in the past in the Original Thirteen Colonies, the Great Plains, the Pacific Northwest and the West.Connect with:Strand 1 Concept 3, 5, 6

2 Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for problems (e.g., trash, leaky faucets, bike paths, traffic patterns) in the local environment.

2 Use geography concepts and skills (e.g., patterns, mapping, graphing) to find solutions for problems (e.g., trash, leaky faucets, bike paths, traffic patterns) in the environment.

2 Use geography concepts and skills (e.g., recognizing patterns, mapping, graphing) to find solutions for local, state or national problems (e.g., shortage or abundance of natural resources).

2 Discuss geographic knowledge and skills related to current events.

2 Use geographic knowledge and skills (e.g., recognizing patterns, mapping, graphing) when discussing current events.




Strand 5: EconomicsThe goal of the economics strand is to enable students to make reasoned judgments about both personal economic questions and broader questions of economic policy. Students will develop an economic way of thinking and problem solving to understand and apply basic economic principles to decisions they will make as consumers, members of the workforce, citizens, voters, and participants in a global marketplace. This will prepare students to weigh both short-term and long-term effects of decisions as well as possible unintended consequences. The study of economics explains historical developments and patterns, the results of trade, and the distribution of income and wealth in local, regional, national, and world economies. Students will be able to analyze current issues and public policies and to understand the complex relationships among economic, political, and cultural systems.

Concept 1: Foundations of EconomicsThe foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services. Both personal and national decisions are best made with a firm understanding of these principles.


1 Discuss different types of jobs that people do.

1 Discuss the difference between basic needs and wants.

1 Discuss how scarcity requires people to make choices due to their unlimited needs and wants with limited resources.

1 Identify how scarcity requires people to make choices due to their unlimited wants and needs.

1 Explain the decision for a personal spending choice.

1 Identify the opportunity costs (i.e., separation from family, indentured service) associated with expeditions to the New World.

Connect with:Strand 1 Concept 3Strand 2 Concept 5Strand 4 Concept 2, 4

2 Match simple descriptions of work with the names of those jobs.

2 Recognize that people need to make choices because of limited resources.

2 Discuss that opportunity cost occurs when people make choices and something is given up (e.g., if you go to the movies, you can’t also go to the park).

2 Identify opportunity costs in personal decision-making situations.

2 Identify that specialization improves standards of living (e.g., medical care, home building, agriculture).

2 Describe how specialization (e.g., division of labor) improved standards of living in the three colonial regions and the Pre-Civil War North and South.


3 Give examples of work activities that people do at home.

3 Recognize that some goods are made locally and some are made elsewhere.

3 Identify differences among natural resources (e.g., water, soil, and wood), human resources (e.g., people at work), and capital resources (e.g., machines, tools and buildings).

3 Identify goods and services (e.g., fire and police protection, immunizations, library) provided by local government.

3 Give examples of how voluntary exchanges of goods and services can be mutually beneficial (e.g., ice cream vendor receives money, child receives ice cream; doctor receives monetary benefit, patient receives care).

3 Identify how voluntary exchange helps both buyers and sellers as in colonial trade in North America.


4 Discuss differences between needs and wants.

4 Recognize that people are buyers and sellers of goods and services.

4 Recognize that people trade for goods and services.

4 Give examples of trade in the local community (e.g., farmers supply the grocer).

4 Interpret how trade promoted economic growth throughout U.S. history.


i.e. - means that is. Precedes a specific list of items in which all items should be included. 44 e.g. - means for example. This list is not exclusive. Other examples may apply.

Strand 5: EconomicsThe goal of the economics strand is to enable students to make reasoned judgments about both personal economic questions and broader questions of economic policy. Students will develop an

economic way of thinking and problem solving to understand and apply basic economic principles to decisions they will make as consumers, members of the workforce, citizens, voters, and participants in a global marketplace. This will prepare students to weigh both short-term and long-term effects of decisions as well as possible unintended consequences. The study of economics

explains historical developments and patterns, the results of trade, and the distribution of income and wealth in local, regional, national, and world economies. Students will be able to analyze current issues and public policies and to understand the complex relationships among economic, political, and cultural systems.

Concept 1: Foundations of Economics continuedThe foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services. Both

personal and national decisions are best made with a firm understanding of these principles.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:5 Recognize various forms

of U.S. currency.

Connect with:Math Strand 1Concept 1PO 11

5 Recognize various forms of U.S. currency.Connect with:

Math Strand 1 Concept 1PO 16

5 Compare the use of barter and money in the exchange for goods and services (e.g., trade a toy for candy, buying candy with money).


5 Discuss reasons (e.g., labor, raw materials, energy resources) why some goods are made locally and some are made in other parts of the United States and world.


6 Recognize that people use money to purchase goods and services.

6 Recognize that people save money for future goods and services.

6 Recognize that some goods are made in the local community and some are made in other parts of the world.

6 Discuss how producers use natural, human, and capital resources to create goods and services.

7 Discuss how people can be both producers and consumers of goods and services.





Concept 2: Microeconomics Microeconomics examines the costs and benefits of economic choices relating to individuals, markets and industries, and governmental policies. Understanding this allows individuals to make

informed decisions and participate in the economic life of the nation.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5




1 Discuss different ways individuals can earn money.

1 Explain how price incentives affect peoples’ behavior and choices, such as colonial decisions about what crops to grow and which products to produce.

1 Explain how price incentives affect peoples’ behavior and choices, such as colonial decisions about what crops to grow and which products to produce.

Connect with:Strand 1 Concept 3Strand 2 Concept 5, 8

2 Describe why (e.g., schools, fire, police, libraries) state and local governments collect taxes.

2 Describe how competition, markets, and prices influence peoples’ behavior.


3 Describe how education, skills, and career choices affect income.

3 Identify how people earn income by selling their labor to businesses or governments.

4 Discuss how profit is an incentive to entrepreneurs.

4 Describe ways in which entrepreneurs take risks to develop new goods and services.

5 Describe risks that are taken by entrepreneurs.

5 Describe the function of private business in producing goods and services.

6 Identify the role of financial institutions in providing services (e.g., savings accounts, loans).

6 Discuss the function of banks in providing checking accounts, savings, accounts, and loans.





Concept 2: Microeconomics continuedMicroeconomics examines the costs and benefits of economic choices relating to individuals, markets and industries, and governmental policies. Understanding this allows individuals to make

informed decisions and participate in the economic life of the nation.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Performance Objectives: Performance Objectives: Performance Objectives Performance Objectives: Performance Objectives: Performance Objectives:7 Explain the function of

government in providing certain goods and services through taxation.






Concept 3: MacroeconomicsMacroeconomics examines the costs and benefits of economic choices made at a societal level and how those choices affect overall economic well being. Understanding of these principles allows the

student to recognize the cause and effect of national economic policy.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5











Concept 4: Global EconomicsPatterns of global interaction and economic development vary due to different economic systems and institutions that exist throughout the world. Since the United States is economically

interconnected with the whole world, an understanding of these principles promotes a stronger economy.Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5











Concept 5: Personal FinanceDecision-making skills foster a person’s individual standard of living. Using information wisely leads to better informed decisions as consumers, workers, investors, and effective participants in

society. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5


1 Discuss reasons for personal savings.

1 Discuss costs and benefits of personal savings.

1 Discuss costs and benefits of personal spending and saving choices.

1 Describe how interest is an incentive to saving money.

1 Explain how the following are used to purchase goods and services:a. cashb. checkc. money orderd. debit carde. credit card


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